The Immersive Learning through Science Storytelling Research Lab has been been measuring the impact of our innovative science-in-action video storytelling™ model to test the following research questions:
- Can university scientists increase their relatability and public engagement through science-in-action video storytelling?
- Can students increase their comfort with, and understanding of, science through creation of science video stories?
- Can science-in-action film stories increase public trust in science?
Science-in-Action Storytelling ™ Research shared at Rutgers Office of Research Innovation Showcase, March 2026.
Publications:
2023. Seidel DK, Morin XK, Staffen M, Ludescher RD, Simon JE and Schofield O. Building a collaborative, university-based science-in-action video storytelling model that translates science for public engagement and increases scientists’ relatability. Frontiers in Communication. doi: 10.3389/fcomm.2022.1049648 https://www.frontiersin.org/journals/communication/articles/10.3389/fcomm.2022.1049648/full
2025. Seidel DK, Staffen M, Abdullah L, Morin X. Outcomes of a 4-H STEM Learning Enrichment Program Using Video Storytelling Journal of Extension https://open.clemson.edu/cgi/viewcontent.cgi?article=5449&context=joe
2025. Seidel, DK. Intellectual Property and Copyright Considerations for Authentic Science Film Storytelling within a University Setting. Journal of Copyright in Education & Librarianship, 8(1). https://doi.org/10.17161/jcel.v8i1.22838
2011 Glenn S, O. Schofield, J. Kohut, J. McDonnell, R. Ludescher, D.K. Seidel, et al. The Trans-Atlantic Slocum Glider Expeditions: A Catalyst for Undergraduate Participation in Ocean Science and Technology. Ocean Science and Technology 45(1).